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doi:10.1152/advan.00095.2007.
How We Teach
Morton JP, Doran DA, MacLaren DP. Common student misconceptions in exercise physiology and biochemistry. Adv Physiol Educ 32:
142146, 2008; doi:10.1152/advan.00095.2007.The present study
represents a preliminary investigation designed to identify common
misconceptions in students understanding of physiological and biochemical topics within the academic domain of sport and exercise
sciences. A specifically designed misconception inventory (consisting
of 10 multiple-choice questions) was administered to a cohort of level
1, 2, and 3 undergraduate students enrolled in physiology and biochemistry-related modules of the BSc Sport Science degree at the
authors institute. Of the 10 misconceptions proposed by the authors,
9 misconceptions were confirmed. Of these nine misconceptions, only
one misconception appeared to have been alleviated by the current
teaching strategy employed during the progression from level 1 to 3
study. The remaining eight misconceptions prevailed throughout the
course of the degree program, suggesting that students enter and leave
university with the same misconceptions in certain areas of exercise
physiology and biochemistry. The possible origins of these misconceptions are discussed, as are potential teaching strategies to prevent
and/or remediate them for future years.
prerequisite knowledge; metabolism; sport science
while also having an appreciation for the molecular mechanisms underpinning these adaptations.
In teaching exercise physiology and biochemistry disciplines, many lecturers often assume that students are familiar with the basics because of they have already satisfied
course prerequisites. We assume that because students have
completed school or college qualifications in biology, chemistry, or physical education that they will therefore be able
to benefit from the teaching of advanced content during
higher education. On the basis of this assumption, we subsequently devise educational objectives and teaching strategies for the relevant course. We also assume that as
students progress through their studies at university, what
they learn in modules studied at level 1 will prepare them for
level 2 and, finally, level 3. However, when collectively reflecting on our teaching experience, we have frequently observed that merely satisfying course and module prerequisites
does not ensure an understanding of basic physiological and
biochemical concepts.
The aims of the present preliminary study were to expand
the misconception literature [readers of this journal will be well
acquainted with such literature (see Refs. 13, 14, 16, 17, and
20)] by attempting to identify those common misconceptions
experienced by SES students while studying exercise physiology and biochemistry components of their degree. By distributing multiple-choice questionnaires (and also requesting justification for chosen answers) to level 1, 2, and 3 students, we
attempted to track the prevalence of these misconceptions
throughout their degree progression.
METHODS
How We Teach
COMMON STUDENT MISCONCEPTIONS IN EXERCISE PHYSIOLOGY AND BIOCHEMISTRY
the students studied is shown in Table 3, along with their educational background.
RESULTS
Of the 10 misconceptions proposed by the authors, 9 misconceptions appeared to be prevalent among the populations
studied (there was no evidence of any misconceptions regarding brain blood flow during exercise; data not shown). The
percentage of the student population at each level of study who
displayed misconceptions is shown in Table 4. A comprehensive analysis of student answers is also shown in Table 2.
Lactate misconceptions. The data demonstrated that 85%,
80%, and 60% of the population studied at levels 1, 2, and 3,
respectively, responded with a misconception concerning the
understanding of cellular conditions that result in lactate production during muscle contraction (question 1). In relation to
the function of increased lactate production (question 2), there
was a linear decrease in the prevalence of misconceptions from
levels 1 to 3. In general, students at levels 1 and 2 misconceived
lactate to be a dead-end waste product that causes fatigue or
will produce hydrogen ions that cause fatigue. In level 3, only
19% of the population responded with a misconception,
whereas 81% of students correctly understood lactate to be an
important energy-yielding substrate. These data demonstrate
that as lactate metabolism is studied in more detail as the
degree program progresses, students successfully appreciate
lactate as a metabolite as opposed to a possible fatiguing agent.
Nevertheless, students do not appear to appreciate or become
aware that lactate can also be produced during oxygenated
conditions.
Fat metabolism misconceptions. Misconceptions concerning
the optimal exercise intensity to oxidize lipids during exercise
(question 3) were made by 44% (level 1), 43% (level 2), and
72% (level 3) of the population studied. Greater than 95% of
the population at levels 13 showed misconceptions regarding
the interaction of fat and carbohydrate metabolism during
exercise (question 4). In this situation, all students clearly
misconceived that skeletal muscle will only utilize fat as a fuel
source during exercise when carbohydrate stores have been
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Level 1
Level 2
Level 3
3
80
2
15
0
3
74
3
20
0
0
60
0
40
0
3
37
13
46
1
0
23
50
27
0
0
0
81
13
6
9
8
56
23
4
5
19
57
19
0
25
34
28
7
6
20
11
64
0
5
11
3
54
5
27
10
3
32
3
52
54
24
13
3
6
46
19
5
5
25
48
23
16
3
10
43
13
44
25
25
50
43
14
43
41
37
17
3
2
74
16
10
0
0
58
32
7
0
3
34
39
19
6
2
29
11
39
13
8
30
20
33
13
4
40
22
38
33
46
21
42
20
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How We Teach
COMMON STUDENT MISCONCEPTIONS IN EXERCISE PHYSIOLOGY AND BIOCHEMISTRY
Level 2
Level 3
Number of students
80
64
42
Gender, %male/%female
70/30
81/19
70/30
Age, yr
20 4
20 1
21 1
Title of module in which
Physiological Exercise
Muscle
subjects were studied
Foundations
Physiology
Metabolism
Prior biology, %
52
56
83
Prior chemistry, %
11
12
13
Prior physical education, %
73
75
73
Prior Natural Diploma in
Sports Science/Studies, %
22
2
13
145
Level 1
Level 2
Level 3
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
85
87
44
100
84
56
63
81
78
80
50
43
95
75
50
84
61
54
60
19
72
97
90
57
68
67
80
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